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Using common sense in common settings: active supervision and precorrection in the morning gym.(Report)
The management of a large number of children in a nonclassroom or common setting (e.g., gymnasium, auditorium) can present a challenge to school staff. This article describes a set of commonsense solutions that were implemented with 400 elementary students in a before-school common setting. The solutions are described and the results of the interventions are provided.
Keywords: intervention; behavioral strategies; behaviors; effective instruction; positive behavior support; elementary students
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Ms. Jolie is driving to school early in the morning and is wondering why she agreed to supervise students in the gymnasium before school. Even though she is getting paid 8 dollars an hour, she would almost rather pay somebody 10 dollars an hour to take over her duty position. The 400 children are noisy, do not follow directions, and have nothing to do for 30 man. This is not how she wants to start her day, and she has two choices. She can either tell her principal she cannot perform this duty any more or consider some ways she can bring some structure to the unorganized environment.
Managing a large number of children in one setting can be stressful and present a great challenge to school staff (Lewis, Powers, Kelk, & Newcomer, 2002). When the ratio of children to adults is large, there is potential for disruptive behaviors or minor occurrences of noncompliance. Under these circumstances, supervisors may become less tolerant of behaviors, resulting in more reactive discipline and an increased use of office referrals, thereby taking time away from both students and administrators (Leedy, Bates, & Safran, 2004)
This article examines the procedures used to supervise approximately 400 elementary (in the third to fifth grades) students in the gymnasium of an elementary school 30 min before school begins. Located in a small Midwest town in southern Illinois, in this school about 50% of the students received free or reduced lunch, and 33% received special education services.
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